More than a presentation of the Reggio Emilia philosophy, yet not a "how to do it" volume, this book is a progress report of the steps American and Canadian teachers have taken in the last six years toward teaching the Reggio Emilia way. Comprising chapters by the leading advocates of the Reggio Emilia approach, it examines how real teachers in real classrooms are applying the principles of Reggio Emilia on an everyday basis. By combining discussion of Reggio Emilia concepts with examples of their application in American schools, it explores this emergent curriculum and helps future teachers see how to advocate for it in their own school or program. Discusses the Reggio system's support for the rights of the very young; Multicultural coverage guides readers to an understanding of the delicate balance between school and community--gives them practical strategies for building strong community bonds; Two chapters on working with parents examine the role of parents in children's educational development and the interplay between them and their children's teachers. Illustrates through examples the Reggio Emilia approach as it happens in American schools--highlights similarities and differences between the Italian curriculum and the American, as well as between American and Italian attitudes on education, children, parents, community, and other topics. For teachers or future teachers interested in learning more about the Reggio Emilia philosophy.

More than a presentation of the Reggio Emilia philosophy, yet not a "how to do it" volume, this book is a progress report of the steps American and Canadian teachers have taken in the last six years toward teaching the Reggio Emilia way. Comprising chapters by the leading advocates of the Reggio Emilia approach, it examines how real teachers in real classrooms are applying the principles of Reggio Emilia on an everyday basis. By combining discussion of Reggio Emilia concepts with examples of their application in American schools, it explores this emergent curriculum and helps future teachers see how to advocate for it in their own school or program. Discusses the Reggio system's support for the rights of the very young; Multicultural coverage guides readers to an understanding of the delicate balance between school and community--gives them practical strategies for building strong community bonds; Two chapters on working with parents examine the role of parents in children's educational development and the interplay between them and their children's teachers. Illustrates through examples the Reggio Emilia approach as it happens in American schools--highlights similarities and differences between the Italian curriculum and the American, as well as between American and Italian attitudes on education, children, parents, community, and other topics. For teachers or future teachers interested in learning more about the Reggio Emilia philosophy.

Bringing Reggio Emilia Home is the first book to integrate the experiences of one American teacher on a year-long internship in the preschools of Reggio, with a four-year adaptation effort in one American school. The lively text includes many "mini-stories" of preschool and kindergarten-age children, teachers, and parents who embark on journeys of learning together. These journeys take shape in language, in drawings, in tempera paint and clay, in outdoor excursions, and in the imaginations of both the children and adults. This informative and accessible work features photographs of the children (both in Italy and the United States) and samples of the children’s work, including some in full colour. During the past 10 years there has been a tremendous interest among early childhood educators and parents in the innovative approaches to teaching pioneered in the preschools of Reggio Emilia, Italy. This book is a must read for anyone interested in the Reggio Approach! Teachers, especially those in early childhood, teacher educators, policy makers, administrators, and parents will find it invaluable.

Practical ways to bring the practices of Reggio Emilia to your classroom.

"Authentic Childhood: Experiencing Reggio Emilia in the Classroom" explores the Reggio Emilia approach to early childhood education. The Reggio approach was developed at preschools and infant-toddler centers in Reggio Emilia, Italy, and is an emergent international curriculum. Based on constructionist learning, this text is ideal for students and teachers of all experience levels. "Authentic Childhood" includes inspiring stories of teachers who are transforming early childhood education and teacher preparation through the use of this new practice.

This book explores the contribution of and art and creativity to early education, and examines the role of the atelier (an arts workshop in a school) and atelierista (an educator with an arts background) in the pioneering pre-schools of Reggio Emilia. It does so through the unique experience of Vea Vecchi, one of the first atelieristas to be appointed in Reggio Emilia in 1970. Part memoir, part conversation and part reflection, the book provides a unique insider perspective on the pedagogical work of this extraordinary local project, which continues to be a source of inspiration to early childhood practitioners and policy makers worldwide. Vea’s writing, full of beautiful examples, draws the reader in as she explains the history of the atelier and the evolving role of the atelierista. Key themes of the book include: • processes of learning and knowledge construction • the theory of the hundred languages of childhood and the role of poetic languages • the importance of organisation, ways of working and tools, in particular pedagogical documentation • the vital contribution of the physical environment • the relationship between the atelier, the atelierista, the school and its teachers This enlightening book is essential reading for students, practitioners, policy makers and researchers in early childhood education, and also for all those in other fields of education interested in the relationship between the arts and learning.

This volume is a timely contribution to the burgeoning dialogue on the Reggio Emilia approach, and features the work of prominent scholars, policy-makers, researchers, administrators, and practicing teachers who have created and directed the infant-toddler care systems in four cities in Italy. Joined by American educators and researchers (including Ron Lally, Rebecca New, and Jeanne Goldhaber), their work builds upon and extends inclusionary and family-centered philosophies. It combines missions of care and education, and produces innovations in space and environments. This collection is filled with dozens of examples of experiences with dynamic, open systems of organization that support emotional and cognitive development of infants and toddlers—and respect the delicate relationship between parents and their young. Also included are photos, some in color. Topics include: Complementary family-centered systems of early care, education, and intervention Practical experimentation and teaching strategies like the inserimento (first transition of child and family into the center), and diario (memory book), as well as explanations of the rationale behind them Best practices for quality care programs with broad implications for reflective teaching in America's early care programs “Bravo for a splendid book! Leading figures in Italy's famous preschool movement (plus a few well-informed foreigners) provide vivid descriptions not only of pedagogical practices, but also of the evolving politics of decentralization that has kept Italy's preschools under local community control with no sacrifice of standards. Compulsory reading!” —Jerome Bruner, New York University “This book is simply wonderful—every page! Throughout the sixteen chapters—written mostly by the Italians themselves—practices, policies, reflections, and research on how best to serve infants and toddlers and their families are shared.” —Lilian G. Katz, University of Illinois, Urbana-Champaign “Though the Italian experience cannot simply be transplanted to the United States, by staying in the conversation, we will deepen and sharpen our understanding of what we want for our infant-toddler parent-teacher programs and may even discover some strategies for getting them there.” —E. Z. Tronick, Harvard School of Education and Harvard Medical School